Mentor Handbook

2012-2013

Huston-Tillotson University Alternative Teacher Certification Program

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Mission Statement The mission of Huston-Tillotson University Alternative Teacher Certification Program is to prepare diverse, degreed individuals for a successful EC-12 teaching career through a focused curriculum, supported internship, and on-going professional development.

Program Faculty/Staff Dr. Ruth Kane Director 505.3091, rakane@htu.edu Ms. Dora Dubra Administrative Assistant 505.3164, dddubra@htu.edu Ms. Susan Browne Instructional Specialist 505.3164, sbrowne@austin.rr.com Ms. Sharon Fass Instructional Specialist 505.3164, sharon.fass@gmail.com Ms. Donna Dagar Instructional Specialist 505.3164, donnadagar@yahoo.com Ms. Katherine Fugate Instructional Specialist 505.3164, katherine@jabis.com Mr. David Levee Instructional Specialist 505.3164, dblevee@yahoo.com Mr. Simon Solis Instructional Specialist 505.3164, simon_solis@yahoo.com Ms. Pam Stryker Instructional Specialist 505.3164, pstryker@texas.net

University Faculty/Staff

Dr. Larry L. Earvin President and CEO 505.3001 Dr. Michael Hirsch Interim Dean, College of Arts & Sciences 505.3105 Dr. Eric Budd Chair, Educator Preparation Programs 505.3092 Mr. Antonio Holloway Director, Financial Aid 505.3031 Ms. Earnestine Strickland Registrar 505.3082

Huston-Tillotson University

Alternative Teacher Certification Program 900 Chicon Street Austin, TX 78702

512.505.3091/3164 505.3190 (fax)

http://ce.htu.edu

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Table of Contents

Background 4

Requirements for Acceptance into HT ATCP 5-7

Certification Requirements 8

Welcome to HT ATCP/ The Mentoring Process Begins 9

Teacher Mentoring as Professional Development 10-11

Mentor Criteria Guidelines 12

Teacher Development and Professionalism 13

Setting the Foundation/ Mentor and Intern 14

Challenges and Stages of the Beginning Teacher 15

Phases of the Beginning Teacher 16-17

The Final Phase…Reflection 18

Keys to a Successful Mentor/Intern Relationship 19

Mentor Coaching Tools 20

Paraphrasing, Listening, and Trust 21

Reflective Questioning 22

Mentor Coaching Cycle 23

The Ultimate Goal 24

Mentor Responsibilities 25

HT ATCP Field Supervisor Responsibilities 26

Required Mentor Forms 27-31

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Background Huston-Tillotson University is a historically black university affiliated with The United Methodist Church and the United Church of Christ. The mission of the University is to provide its increasingly diverse student body with an exemplary education that is grounded in the liberal arts and sciences, balanced with professional development, and directed to public service and leadership. The University prepares students with the integrity and civility to thrive in a diverse society, fosters spiritual development, preserves and promotes interest in the accomplishments and experiences of the University’s historic constituents and evolving populations, and creates and sustains supportive relationships which advance the Huston-Tillotson University community. Huston-Tillotson University is the oldest institution of higher education in Austin. Tillotson Collegiate and Normal Institute opened on January 17, 1881 and Samuel Huston College opened in the fall of 1900. Huston-Tillotson College was formed when Tillotson College and Samuel Huston College merged in 1952. Huston-Tillotson University awards undergraduates four year degrees in business, education, the humanities, natural sciences, social sciences, science, and technology. A multi-cultural, multi-ethnic, and multi-faith institution, the University welcomes students of all ages, races, and religions. Alternative Teacher Certification was established in 1984 by the 68th Texas Legislature in House Bill 72 to provide entry into the teaching profession for degreed individuals wishing to make a career transfer into teaching. Professionals from many different fields choose to become teachers through Alternative Teacher Certification and bring a new and varied dimension, experience, and perspective to Texas classrooms. In Huston-Tillotson University’s field-based program, interns make a valuable contribution to public schools by drawing upon diverse experiences. The Huston-Tillotson University Alternative Teacher Certification Program (HT ATCP) was established in 1994. It is accredited by the Texas Education Agency State Board of Educator Certification. HT ATCP has maintained the highest rating available to teacher preparation programs since its establishment. As part of the Huston-Tillotson University educator preparation program, candidates also earn 18-21 hours of undergraduate university credit during the course of the program.

Huston-Tillotson University Policies

All policies contained in the Huston-Tillotson University Bulletin, 2010-2012 apply to all candidates, interns, clinical teachers, faculty, and staff of the HT ATCP. The Huston-Tillotson University Bulletin, 2010-2012 is available online at www.htu.edu/campuslinks.

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Requirements for Acceptance into HT ATCP

Application Materials and Deadlines The process begins with an application that can be downloaded and printed at http://htu.edu/academics/special-programs. The application, HT forms, and official reference forms require original signatures. Overall GPA and Transcripts Admission to HT ATCP requires a baccalaureate degree from an accredited institution of higher education. The applicant must submit 2 official transcripts from every college and/or university attended. Applicants’ transcripts must demonstrate a 2.5 GPA overall or in the last 60 hours taken. HT ATCP computes the GPA based on all transcripts. Transcripts must be sent ATTENTION: Dr. Ruth Kane, ATCP for proper tracking. All international degrees must be evaluated by a TEA approved agency. The detailed evaluation must include a translation/description for all courses. Click below for the complete list of companies: www.sbec.state.tx.us/SBECOnline/certinfo/forcredevalservice.asp. In Austin, contact Foreign Credentials Service of America at 512.459.8428 about foreign transcript evaluations. Applicants with foreign transcripts must complete the basic skills requirements as described in the “Proficiency in Reading, Writing, and Math” section as well as an English proficiency screening. Required Previous Coursework EC-6 Generalist and 4-8 Generalist Certificates

• 24 semester hours to include a combination of English, math, science, and social studies such as government, history, political science, geography, etc.

Single Subject Certificates • HT ATCP does not offer content preparation for single subject certifications, i.e.

math, science, music, history. • 24 semester hours, with 12 of the hours being upper division (junior or senior

level courses) in the core academic subject area in which certification is sought; OR

• A passing score on the TExES or PACT content exam. Proficiency in Reading, Writing, and Math In addition to the coursework requirement, an applicant must demonstrate evidence of competence in reading, writing, and math using one or a combination of the following measures:

• SAT with a minimum score of 500 in both verbal and quantitative; OR • ACT with a minimum score of 19 in both English and math; OR

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• THEA (Texas Higher Education Assessment), formerly TASP (Texas Assessment of Skills Proficiency) with minimum scores of 250 in reading, 230 in writing, and 230 in math; OR

• GRE with a minimum score of 450 on the verbal and 450 on the analytical. Test scores must be submitted to the HT ATCP office prior to the application deadline. NOTE: The Test of Proficiency in the English Language internet-based Test (TOPEL-iBT) is required of all applicants who present transcripts from a foreign country. A minimum score of 26 on the speaking section is required. References Each applicant must submit three professional references on the forms downloadable from the HT ATCP web page. The official HT ATCP reference form must be used. Completed reference forms should be mailed in a sealed envelope by the reference directly to the HT ATCP office. References that are emailed or personally delivered by the candidate will not be considered. Criminal Background Check* Each participant is required to submit a criminal background report from the Texas Department of Public Safety (http://www.txdps.state.tx.us/ ). Applicants whose background checks are unacceptable, will not be admitted to the HT ATCP. The employing school district will also conduct a criminal background check. Additionally, the State Board for Educator Certification will conduct a criminal background check when the candidate applies for Probationary Texas Teacher Certification prior to beginning the internship. A candidate who is not approved for the Probationary Certificate will automatically be dropped from the program, and any employment s/he has secured with a school district through HT ATCP will become null and void. The candidate will not be eligible for any refund of monies paid for training and/or participation in the program. *Current employees of public school districts are not required to submit the criminal background check. Proof of employment is required. LASSI Assessment The Learning and Study Strategies Inventory (LASSI) is designed to gather information about learning, study practices, and attitudes. The assessment is web-based and must be taken at the HT ACTP office. Applicants whose materials and references have been approved for further review will be invited to the university for the LASSI and the personal Interview described in the next section. Interview and Critical Thinking Skills Applicants will participate in a structured face-to-face interview. One purpose of the interview is to assess the candidate’s critical thinking skills.

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Selection Candidates are selected for the program based on their qualifications as set out in the application process. All applicants who meet minimum requirements are not selected for the program. Each year the program staff identifies a maximum number of applicants who will be accepted into the program, and those applicants whose qualifications rise to the top of the applicant pool are selected. The selection criteria include overall GPA, coursework requirements per certification area, evidence of competency in reading, writing, and math, structured interview score, LASSI score, quality of references, work experience, and application writing sample. HT ATCP also uses other criteria such as language fluency for foreign language and bilingual applicants and applicants with foreign transcripts.

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Intern Certification Requirements

1. Complete Phase 1 (one semester) at HT ATCP 2. Pass the appropriate TExES content exam

3. Secure employment as a classroom teacher with a public school district or charter

school

4. Apply for a 1-year probationary teaching certificate from the State Board of Educator Certification (contingent on payment of fee and criminal background check)

5. Pass the TExES EC-12 PPR 6. Complete minimum 180-day internship while attending Phase 2 and Phase 3

professional development at HT ATCP

7. Earn a rating of at least “proficient” or its equivalent on the employment appraisal instrument used by the respective district or charter school

8. Earn satisfactory recommendations by the HT ATCP field supervisor, supervising

administrator, and HT ATCP director

9. Pay all fees associated with HT ATCP

10. Apply for a 5-year standard teaching certificate from the State Board of Educator Certification (contingent on payment of fee and criminal background check)

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Welcome to HT ATCP! The Mentoring Process Begins

Welcome to the HT ATCP. Your role as a mentor to one of our interns is of the utmost importance to the success of the new teacher, not only during this induction year, but in the years to come as the new teacher develops into an experienced, proficient, and effective professional educator. The importance of mentoring during the first year in the classroom has been determined by study after study. The most commonly cited goals of mentoring include the following:

• to improve teaching performance, • to increase the retention of promising teachers, • to promote professional and personal well being, and • to satisfy mandated requirements.

It is during the first year when most beginners come to grips with the reality of the "classroom" as a different world. Because the beginner is expected to undertake the same load as the seasoned veteran, it is critical that his/her personal and professional needs be addressed. Therefore, the beginner must be given the institution's basic information to foster adequate functioning and a sense of belonging. This is not to intimate that poor practice should not be cited and corrected, rather it is to suggest that initial and continued support be aimed at improving practice and providing for professional growth. Mentoring cannot be, or be perceived as a "feel-good" program. Mentoring’s emphasis must focus on both instructor practice and professional growth.

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ERIC Identifier: ED460125 Publication Date: 2001-11-00

Author: Huling, Leslie - Resta, Virginia Source: ERIC Clearinghouse on Teaching and Teacher Education Washington DC.

Teacher Mentoring as Professional Development

MENTOR BENEFITS

Professional competency As mentor teachers assist their protégées in improving their teaching, they also improve their own professional competency. Several studies have documented the positive effects of mentoring on the mentors themselves (Gordon and Maxey, 2000). The quality of teaching by mentors improves (Yosha, 1991). Mentors benefit by applying cognitive coaching skills with their students such as listening, asking inquisitive questions, providing non-judgmental feedback, and by reassessing their classroom management (Clinard and Ariav, 1998). Mentor teachers frequently characterize working closely with beginning teachers as a source of new ideas about curriculum and teaching (Ganser, 1997). In a study of 542 mentors in New York City, mentors reported that their interns helped them by giving them feedback on demonstrations and by sharing literature, teaching techniques, curriculum, and lesson plans (Mei, 1993). Reflective Practice Mentors report that mentoring has forced them to be reflective about their own beliefs about teaching, students, learning, and teaching as a career. It also provided them with opportunities to validate the experience they have gained over the years (Ganser, 1997). Mentors find that just as teachers learn more about their subject by teaching, so analyzing and talking about teaching is a natural opportunity to deepen teaching sensitivity and skill (Tomlinson, 1995). Critically reflective mentors find that they are more focused in their mentoring relationships; they bring expanded energy, take more informed action, and are generally more satisfied with their mentoring relationships. Reflective practice in mentoring can also provide an opportunity for renewal and regeneration necessary for all adults. The drive toward generativity is an essential antidote to the threat of stagnation in the adult years (Daloz, 1999; Stevens, 1995). Renewal A number of researchers have reported that mentors experience professional renewal, are re-energized, and often strengthen their commitment to the teaching profession (Ford and Parsons, 2000; Steffey, Wolfe, Pasch, and Enz, 2000). Psychological Benefits The benefits of mentoring are both career-related and psychological. Mentoring enhances mentors' self-esteem (Wollman-Bonilla, 1997). The experience of mentoring empowers experienced teachers and gives them a greater sense of significance in their world (Carger, 1996). Mentors derive satisfaction from helping less experienced colleagues (Scott, 1999).

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Mentors frequently describe their mentoring contribution as a way of giving back to the teaching profession (Boreen, Johnson, Niday and Potts, 2000). Collaboration Mentors report that continued contact with mentees provides some of their richest collegial interactions (Boreen, Johnson, Niday, and Potts, 2000). A number of researchers have noted the growth of veteran teachers' self-esteem as they engage in mentoring (Ford, and Parsons, 2000; Mei, 1993; Scott, 1999). Interviews with urban mentor teachers revealed that they felt a sense of increased confidence and maturity in dealing with other adults, a more clearly defined set of beliefs about teaching and curriculum, and more objectivity in reflecting on their own teaching as a result of mentoring (Freiberg, Zbikowski, and Ganser, 1996). Contributions to Teacher Leadership Mentor training and experiences can build mentors' capacity for leadership through structured professional development including training and experience in classroom observation and coaching skills. Mentors become recognized for their valuable knowledge and expertise in these areas and are sought out for various campus and district leadership roles. It is not uncommon for mentors to move into leadership positions as a result of their success as mentors, and it is often the case that they are more effective in these new positions because of the training and insights they received as mentors. For example, Freiberg found that at the end of their tenure as mentors, 100 percent of the mentors in her study were offered unsolicited positions as a result of their experience in the mentoring program, and the positions offered provided opportunities to build on what they had learned as mentors or combined elements of mentoring and teaching (Freiberg, Zbikowski and Ganzer, 1996). Mentoring Combined with Inquiry Working with new teachers can lead mentors to participate in university research projects or teacher research. Mentors who participate in inquiry critically examine their own practice, which can lead to a heightened awareness of the complexity of teaching (Stanulis and Weaver, 1998).

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Huston-Tillotson Alternative Certification Program Mentor Criteria Guidelines

A Supportive Team Relationship The HT ATCP follows the Texas Beginning Educator Support System (TXBESS) frameworks in training and preparing campus mentors to give guidance and support to the novice teacher. The HT ATCP provides a team approach in working with the new teacher/intern, campus mentor, and principal during the crucial year as a first year teacher. The campus mentor has been selected by the principal based on experience, skill, and expertise and will be playing a special role in the development of the beginning teacher. Criteria for selecting mentors adhere to the TxBESS model and are as follows:

a) Understanding of beginning teacher development

b) Knowledge of formative assessments

c) Willingness to provide feedback and share instructional practices with beginning teachers

d) Effective interpersonal skills and willingness to work collaboratively with a beginning teacher

e) Demonstrated commitment to their own professional growth and learning

f) Demonstrated use of best practices in their own teaching

g) Effectiveness as a professional role model

In addition to the campus mentor, the HT intern also has a Field Supervisor. This supervisor will be coming to the campus at least once a month to observe the teacher implementing a lesson, view his or her lesson plans, and see that they are maintaining their record keeping responsibilities with grades and attendance. If you, as their campus mentor, believe the new teacher is struggling and in need of additional assistance, please contact us immediately. Student learning cannot wait, and as a team we can work together to resolve issues/concerns that may arise.

The Internship Team

Intern Mentor

Field Supervisor Principal

ATCP Instructors ATCP Director & Staff

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Teacher Development and Professionalism

Once campus mentors are selected, mentors receive training in how to coach beginning teachers and provide ongoing support throughout the intern’s first year. Types of support include, but are not limited to: establishing a trusting relationship, planning for learner-centered instruction, problem solving, and emotional support. Establishing a trusting relationship:

• Understanding the roles of support providers, including maintaining the confidentiality of the beginning teacher

• Building rapport with the beginning teacher

• Being an advocate for the beginning teacher

• Implementing effective communication with other support team members, including

handling tensions that may arise in support team relationships

• Disengaging from the mentoring relationship when necessary Planning for Learner-Centered Instruction:

• Helping the beginning teacher use effective practices so students will demonstrate learning, as defined in the student standards and in local district and school policies

• Helping the beginning teacher learn to self-assess and problem solve • Evaluating student work with the beginning teacher as a basis for planning instruction

and showing how to integrate instruction and assessment

• Helping the beginning teacher build and develop a repertoire of teaching and assessment strategies (cooperative learning groups, learning centers, portfolio assessments, teacher made tests etc.)

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Setting the Foundation Mentor and Intern

Selection of the campus mentor is paramount for the success of the intern and careful

consideration should be given to this process. An incompatible match leads to frustration on the

part of the mentoring teacher, as well as for the intern. The successful match will create a

relationship which is encouraging and motivating, thus bringing about a confident and competent

first year teacher while also providing a rewarding experience, personally and professionally, for

both the mentor and the intern. The following are a list of strongly recommended ground rules

the mentor and intern should establish early on in the professional relationship to facilitate a

successful working relationship and thereby avoid frustrations and tensions. Establishing Ground Rules for the Mentor/Mentee Relationship:

• Mutually agree on the following: An established day, time, and place for meetings Frequency and length of meetings Preferred methods of communication between meetings Methods of emergency contact

• Avoid nonscheduled open-ended offers to help that usually lack purpose and focus.

• Set a purpose for each meeting. In the beginning the mentor will need to assume

responsibility for this, but as the year progresses the new teacher should be able to take on more of this responsibility.

• Recognize the difference between a “buddy” and a mentor.

• When observing the new teacher, the mentor should ideally schedule pre- and post-

conferences within 24 hours of the observation. One goal of the pre-observation should be for the beginning teacher to identify purposes and objectives of the lesson.

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Challenges and Stages of the Beginning Teacher

“The most important characteristic of a successful mentor is a commitment to provide personal time and attention to the beginner.” Steven Gordon Beginning Teachers Most Often Report These Challenges: 9. Relations with colleagues

8. Students’ personal problems

7. Insufficient materials and supplies

6. Evaluating student work

5. Planning class work

4. Parent relations

3. Dealing with individual differences

2. Motivating students

1. Classroom discipline

Along with these challenges, research shows that the beginning teacher also goes through five

phases during their first year. At each phase the new educator is experiencing a different set of

emotions and therefore requires different types of support and encouragement. These five phases

are: Anticipation, Survival, Disillusionment, Rejuvenation, and Reflection. However, the one

thing that all new teachers need is to know that they have someone they can trust to go to when

they have questions.

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The of First Year Teacher’s Attitude toward Teaching Adapted from an article by Ellen Moir originally published in the California New Teacher Project Newsletter by the

California Department of Education, 1990

Phase One: Anticipation

• Begins during student teaching

• Is marked by romanticization and a commitment to making a difference

• Carries through the first weeks of school

Phase Two: Survival

• Reality hits

• Teachers in this stage are primarily focused on self

• Some key Survival phase questions

How am I doing?

Will I make it?

Do others approve of my performance?

Phase Three: Disillusionment

• Extensive time commitment-seventy hours per week

• High stress

• Self-doubt

• Lower self-esteem

Phase Four: Rejuvenation

• Focus on time and task

• Some key Rejuvenation phase questions

Is there a better way?

How can I do all that is expected of me?

How can I improve this?

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The Final Phase…Reflection

Toward the end of the year, beginning teachers focus on impact. This is where we want our

beginning teachers to be. Mentors can help beginning teachers reflect on how they impacted

students and how they can improve. At this time, beginning teachers can really focus on

student assessment data and other indicators of student progress.

Phase Five: Reflection: • Assessment of impact on students • Focus on student learning • Some key Reflection phase questions

Are students learning? What are students learning? How can I raise achievement levels? Is this meaningful to students?

Strategies that will help beginning teachers become the reflective practitioners described in the

TxBess Performance Standards are:

• Journals/dialogue journals • Coaching • Questioning • Problem solving • Self-assessment • Study groups • Modeling

"Coming together is a beginning...Keeping together is progress...Working together is a success." Anonymous

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The Keys to Successful Mentor/Intern Relationship Building

Meet regularly

Maintain confidentiality

Work for effective communication

Build relationships through shared work and values

Seek specific topics that are of mutual interest and that can serve as a focus for working together

Attend professional development activities together

Provide professional assistance

Foster learning in one another

Establish mutual trust and understanding by meeting commitments reliably and stating clear expectations of each other

Collect data for the beginning teacher’s analysis

Use positive, nonjudgmental descriptions

Set protocol for preferred means/times of contact outside of school day

The Beginning Teachers’ Perceived Needs:

1. Ideas about instruction

2. Personal and emotional support

3. Advice on locating and accessing materials and resources

4. Information on school and district procedures

5. Additional techniques for management

Odell’s research confirms that when mentor support is in place, the focus for the beginning

teacher changes from discipline to instruction. Remember that if the beginning teacher says it is a

need, it is a need, whether the mentor thinks so or not. Also, the mentor may see needs that the

beginning teacher is not yet developmentally ready to address. Source: Odell, S.J. 1986. Induction support of new teacher: A functional approach. Journal of Teacher Education,

37 (1) 26-29

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Mentor Coaching Tools

Mentors have three main coaching tools:

Establishing rapport

Building trust

Engaging reflective questioning

Rapport is established the first moment the mentor and beginning teacher meet. Build rapport through:

Posture

Gestures

Tonality

Language

Breathing

Paraphrasing

Listening

The rapport tools are especially helpful in difficult situations. Remember, it is the mentor’s responsibility to keep focused on the coaching conversation even when there are outside distractions. Knowing when to apply Rapport Tools:

When you sense that your beginning teacher is tense or anxious

When a conversation becomes tense or anxiety-ridden

When you do not understand what the beginning teacher is saying

When you are unable to pay attention to each other

It is important for the mentor to really try to hear and understand what the beginning teacher is saying. Mentors need to continue to guide beginning teachers to seek their own solutions. Paraphrasing and reflective and guiding questions are also valuable tools in working with the novice teacher.

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Paraphrasing, Listening, and Trust

Paraphrasing is a good way to build rapport with your beginning teacher. Remember that unless you paraphrase what you have heard and then wait to receive agreement from the speaker, you cannot be sure that you accurately understood the speaker’s message. Paraphrasing communicates that you:

• Have heard what the speaker said • Understand what the speaker meant, and • Care about the speaker

Paraphrasing involves either:

• Summarizing what you heard, or • Restating it in your own words

Listening is the act of hearing someone and at the same time giving thoughtful attention to what they are saying. Unproductive listening is about you rather than the person you are coaching, something to avoid. There are three types of Unproductive Listening:

• Autobiographical comments: When what you are listening to reminds you of an experience you had, so you want to tell your story.

• Inquisitive: When you are curious about what you are hearing and you want to ask more about it for your personal knowledge.

• Solution: When you believe you know how to solve the problem and want to give advice.

As opposed to rapport, which may be momentary, trust is about the relationship in its entirety. Trust in a relationship is based on confidentiality and consistency. Mentors need to show that they are interested in what the beginning teacher has to say and in how the beginning teacher sees the situation. Build trust through:

• Confidentiality • Consistency • Interest • Thinking • Withholding judgment

When conversations are focused on beginning teachers’ perspectives, beginning teachers are more likely to become active participants in planning for their future growth. Coaches do not offer judgments, positive or negative. Even when you give a compliment, you are moving the focus back to your own perspective.

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Reflective Questioning

When a relationship of trust exists, reflective questioning helps beginning teachers to think aloud about how to be more effective educators. Reflective Questions:

• Are open-ended • Promote a nonjudgmental process, and • Encourage self-directed learning and problem solving

Reflective questions require more than a yes/no response and promote a nonjudgmental process for encouraging self-directed learning and problem solving. Reflective questions help the beginning teacher:

• HYPOTHESIZE what might happen • ANALYZE what did or did not work • IMAGINE the possibilities • COMPARE AND CONTRAST what was planned with what occurred • EXTRAPOLATE from one situation to another, and • EVALUATE the impact

Examples of some effective question stems include:

• What’s another way you might..? • What might you see happening in your classroom if…? • What options might you consider when…? • How was__________different from or similar to _____? • What sort of impact do you think…? • What criteria do you use to…?

Coaching is not about solving someone’s problems for them; rather coaching is about helping someone think about possible solutions to their challenges. Coaching is also not about giving someone your interpretations of an event; rather, it is about helping them construct their own interpretations. Consider this…

If you know the answer to the question you are about to ask, you are not coaching.

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Mentor Coaching Cycle Pre-Conference Mentor and Teacher will jointly:

• Establish the purpose of the lesson • Describe the intern behaviors desired • Describe the student behaviors/interactions desired • Describe the sequence of the lesson • Describe lesson concerns

The Observation Mentor will:

• Observe behaviors and interaction patterns • Document behaviors and interaction patterns

Data Analysis Mentor will:

• Analyze student and intern behavior • Compare behaviors and interaction performed with behaviors and interactions planned

Reflection Mentor will:

• Conduct a reflective interview with the intern • Describe behaviors observed

Problem Solve/Goal Setting Mentor and Intern will:

• Review what was to be observed • Discuss the data • Analyze why the behavior/interactions were/were not performed as planned • Discuss goals and objectives for growth • Close session on a positive note

Adapted from "Peer Coaching" by Margarita Calderon, Ph.D., 1990

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The Ultimate Goal

Mentors can make beginning teachers more successful, more quickly by helping them focus on improving student learning.

Beginning teachers receive structured guidance and support for a variety of reasons, including emotional support, assistance with resources, suggestions for effective teaching practices, and engaging in reflective conversations. Above all, we know that with effective support beginning teachers become successful and then so do their students! REMEMBER:

“NO SIGNIFICANT LEARNING OCCURS WITHOUT A SIGNIFICANT RELATIONSHIP”

James Comer

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Mentor Responsibilities

1. Sign and return HT ATCP “Mentor Agreement” form. 2. Be willing to spend time before, during, and after school with your intern.

3. Meet regularly with your intern formally and informally.

4. Attend required mentor/intern training sessions.

5. Openly share instructional strategies and materials.

6. Demonstrate lessons for your intern.

7. Arrange for your intern to observe other teachers’ classes.

8. Assess the professional needs of your intern.

9. Meet regularly with HT ATCP field supervisor to discuss progress or concerns relating to

your intern. If you are not going to be able to fulfill the commitments of your mentoring responsibilities, please notify the field supervisor or Dr. Kane ASAP!

10. Monitor progress of your intern.

11. Observe your intern and provide written feedback for at least six (6) formal observations

(September, October, November in the fall and January, February, March in the spring).

12. Complete the “Mentor Progress Report of Intern” after each observation.

13. The field supervisor will pick up the completed observation forms when she comes to visit the intern.

14. Along with the 3rd and 6th observation forms, submit the completed “Semi-annual

Observation Schedule.” This is required so you can be paid.

15. Conduct conferences with your intern designed to encourage, support, and guide.

16. Guide your intern through the daily operation of the school.

17. Serve as a resource for your intern. Your school is a new environment for your intern and knowledge of basic logistics will greatly enhance your intern's confidence and sense of belonging.

18. Model professionalism at all times.

19. Develop your skills as a mentor teacher as well as a classroom teacher.

*Adapted from "Expectations for Mentors". Goose Creek ISD

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HT ATCP Field Supervisor Responsibilities Observations The field supervisor will visit each intern at least once a month during the academic year. These visits are for classroom observations and individual consultation. The outcome of these meetings is confidential in an effort to maintain an open and trusting relationship between the supervisor and the intern. Resource The field supervisor will provide the intern with ongoing information pertinent to his/her successful development as a first year teacher. Liaison The field supervisor will serve as a liaison between HT ATCP and the intern’s school. The field supervisor is the immediate contact for any concerns which may arise regarding the intern. In the event that a concern arises regarding the field supervisor, school personnel should contact Dr. Ruth Kane, HT ATCP Director at 505-3091 or rakane@htu.edu. Intern Support The field supervisor is the hub for a network of support designed to meet the needs of the intern. Mentor Coordination The field supervisor will work directly with the mentor and assist in monitoring the intern's progress.

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Required Mentor Forms

1. Mentor’s Agreement Form: must be signed by the principal and submitted to HT ATCP at the beginning of the internship

2. W-9 Form: must be submitted to HT ATCP office only once in order to

receive payment for services

3. Six (6) completed “Mentor’s Progress Report of Intern” forms, three (3) by the end of each semester

4. Two (2) completed “Semester Mentor Observation Schedule” forms, one

by the end of each semester

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HUSTON-TILLOTSON UNIVERSITY

ALTERNATIVE TEACHER CERTIFICATION PROGRAM

MENTOR AGREEMENT Mentor___________________________________________________SSN________________________ Home Address______________________________________________________________________________ Number and Name of Street Apt # (if applicable) City State Zip Code Home Telephone Number Certification ___________________________ Include Area Code Grade/Subject Assignment___________________________________Intern_________________________________ School District___________________________ Superintendent________________________________ Assigned Campus__________________________Principal_____________________________________ Campus Address________________________________ Telephone Number_______________________ Mentor Teacher Qualifications: Certified teacher; at least three years classroom teaching experience, one of which must in the school district where presently assigned (evaluations for all three years must be at least “proficient” or its equivalent using the instrument for evaluating teachers in the respective district or school; present assignment preferably in the same area the intern is teaching; acceptable communication skills; willingness to be a mentor; demonstrated skills in working with other adults; recommended by principal. Mentor Responsibilities: Completion of activities in Mentor Handbook; participation in required training sessions; participation in any other “Additional Information Sessions” scheduled throughout the school year; and completion of eight observations of intern reports pertaining to same. [Please note: These observations should not be scheduled during conference period(s).] TERMS OF AGREEMENT

1. Complete activities in Mentor Handbook. 2. Attend Mentor Training Session. 3. Provide assistance to Intern 4. Accomplish six formal observation visits and give report to HT field supervisor after each observation. 5. All reports and the two 1-page semester reports must be submi9tted in order to be paid. 6. Maintain a journal of observations and communications with Intern. 7. Communicate your concerns about the Intern and/or the program to the HT ATCP Field Supervisor,

Coordinator, and/or Principal. In appreciation for your performance of these specified duties, you will be paid a stipend of four hundred dollars ($400.00) by the HT-ATCP, two hundred dollars ($200.00) per semester or its equivalent. ____________________________________/_________ __________________________________/___________ Signature of Mentor Date Signature of Principal Date

Please make one copy of this completed form for your principal and one copy for your record. The HT field supervisor will collect the original.

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Huston-Tillotson University Alternative Teacher Certification Program

MENTOR PROGRESS REPORT OF INTERN

Intern Campus District Mentor Grade Level Subject Date Start time End Time

Objective of Lesson:

Areas Observed: Large Group Instruction Small Group Instruction Classroom Management Techniques Other (Explain) Observations: Recommendations: Was progress noted from prior observation(s)?

900 Chicon Street Original to InternAustin, TX 78702 Copy to Field Supervisor512.505.3164 Copy for Mentor

The mentomonth) of semester aintern is resemester i

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